Uzbekistan is a lower middle-income country of 29.5 million people, located in Central Asia, with an economy that has been growing by over 8 percent per annum since the mid-2000s. Given international ...evidence about the high returns that can be realized from investing in pre-primary education ranging from promoting children s school readiness to equalizing opportunities across the income distribution, policymakers are keen to explore ways to expand access and promote the provision of high-quality early childhood education. This report is divided into four sections. Section two presents an analytical framework for analyzing early childhood interventions. Section three conducts an in-depth analysis of Early Childhood Care and Education (or Pre-primary Education), or ECCE in Uzbekistan, with a focus on increasing access and equity, promoting quality, and ensuring adequate and effective financing. Section four makes some recommendations for expanding access to high-quality ECCE in Uzbekistan.
Background: Autism is a neurodevelopmental disorder characterized by persistent deficits in communication-social skills, and weakness in social skills in these children has negative consequences. New ...hypotheses relate autism spectrum disorder to a deficiency in the theory of mind. Teaching social-emotional skills by including self-awareness, self-management, social awareness, and emotional awareness can be an effective intervention to improve the theory of mind in these children. This is despite the fact that there is a research gap in this field and no study has been conducted to investigate this important issue. Aims: The present study was conducted with the aim of determining the effectiveness of social-emotional skill training in improving the theory of mind in children with autism. Methods: The design of the current research was a quasi-experimental type of pre-test-post-test and control group. The statistical population of the research included all male students with autism spectrum in the age group of 7 to 15 years in the city of Tehran in the academic year of 2019-2020, from which 20 people were randomly selected and divided into two experimental groups (10 people) and control (10 people) were replaced. For the experimental group, ten sessions of social-emotional skill training intervention taken from the educational package of Khosrotash et al. (2019) were implemented, but the control group did not receive any intervention. The data collection tools in this research included the autism spectrum assessment questionnaire (Ehlers et al., 1999) and theory of mind test (Muris et al., 1999), which were completed by parents. Also, the obtained data were analyzed using the covariance analysis method and the SPSS version 22 software. Results: The results show that social-emotional learning training has increased theory of mind scores in the experimental group (P<0.05). The effect size of the theory of mind score was 36%, and therefore social-emotional learning has been able to explain 36% of the changes in theory of mind scores. Conclusion: According to the results obtained in the present study, it seems that social emotional skill training can affect the theory of mind in children with autism. Therefore, it is recommended to use it along with other treatment methods in order to improve emotional, social and communication skills in these children.
To identify the use of different emotion regulation strategies by medical trainees, and to determine the frequency and the predominant pattern of emotional response in emotion-triggering situations.
...The descriptive cross-sectional study was conducted at 2 public and 1 private medical college in Lahore, Pakistan, from March to September 2019, and comprised postgraduate medical trainees of either gender from all clinical disciplines from years 1-4. Data was collected using a questionnaire based on the Gross theory of emotional regulation and the Situational model of emotion. Emotion regulation strategies included situation selection, situation modification, cognitive change, attention deployment, and response modulation. Data was analysed using SPSS 25..
Of the 377 trainees approached, 308(81.69%) participated; 206(67%) females and 102(33%) males. The overall mean age was 27.8 ± 2.91 years. The majority of the trainees were from the Obstetrics and Gynaecology department 133(43.2%) and were in the first year of their training 116(37.7%). The most frequent emotiontriggering situation identified was prolonged working hours 292(95%), and the major emotional response was quietness in 5 out of ten situations (50%). The trainees used greater emotion regulation strategies in sad situations 3.49±1.79 (p<0.01). Trainees managed sad emotions by keeping themselves involved in other activities 152 (49%); in anger, they blamed others 124(40.3%); in fear, they opted for suppression of emotions 71(22.7%); in disgust, they preferred avoidance 90(29.2%); and in shock, acceptance was a common strategy 21(12.7%).
Postgraduate medical trainees struggled to manage emotions and used maladaptive strategies.
This article suggest to articulate the question of caring and the issue of emotional intelligence within the School Management framework. It open a dialogue between two researches (Bélanger, 2017, ...Réto, 2017) which have studied in a sample of leaders of educational institutions in Quebec and in France. It builds on the clarification of the notion of caring, in relation to the ethics of care, and clarifies the interrelationship of emotional intelligence and emotional skills within the framework of knowledge competently. The study on the emotional competences exercised in a professional situation by the directors-general of cegeps in Quebec allowed to improve the model of Mikolajczak et al. (2014) by adding two new skills inspired by the ethics of care. This new conceptual dimension triggers an associative reflection between emotional intelligence and caring. A look is thus made on “caring management” and makes it possible to question the role of emotional intelligence in its implementation by the school management.
Emotional skills refer to the ability to identify, understand, express, use one's emotions and those of others. For caregivers, who are experiencing increasingly stressful work conditions and who are ...accompanying people going through painful moments in their lives, emotional skills are a valuable tool. They make it easier to take a step back from the professional and personal experience and thus promote a better quality of life at work. They concern health students in their initial training.
Occidente e Oriente attivano morfologie di rappresentazione delle emozioni marcatamente differenti, in quanto in termini bioculturalisti il contesto sociale interdipendente delle civiltà orientali ...codifica in modo rigoroso le emozioni mentre le civiltà occidentali tendenzialmente individualiste ricorrono ad apparati segnici più versatili, ma in entrambi i casi le affordances culturali retroagiscono sulle strutture neuro-cognitive. Tali differenze si riflettono altresì sul modo di concepire il Self, la sua progettualità e il modo in cui gli individui costruiscono la propria memoria autobiografica.
West and East activate different morphologies of emotions' representation, since in biocultural terms the interdependent social context of Eastern civilizations strictly codifies the emotions, whereas naturally individualist Western civilizations resort to more versatile signage devices, but in both cases the cultural affordances effect on neuro-cognitive structures. These differences reflect on the way of conceiving Self, its projects and the way individuals build their own autobiographical memory.
The aim of this study is to examine the relationship between externalising behaviours and emotional skills of 60-72-month-old children and to determine the differentiation in externalising behaviours ...and emotional skills according to the variable gender. The sample consists of 209 children who are 60-72 months old. Ninety-six of the children are female and 113 are male. As data collection tools, Eyberg Child Behavior Inventory and Assessment of Children's Emotion Skills are used. The study reveals that there is a significant relationship between the total emotional skill scores, subdimensions of understanding and expressing emotions, and the externalising behaviours, whereas there is no significant relationship between recognising emotions and externalising behaviours. Regarding the variable gender, a significant difference in the total emotional skills and the subdimension of emotional skill recognition is seen in favour of the female children.
Learning social and emotional skills in childhood has received attention due to it having a positive influence on a barometer of social progress. This study seeks to focus on pretend play which is ...thought to promote infants’ subjective and creative abilities thereby improving creative output. And we wish to consider how formative expression activities, in the context of pretend play, influence the cultivation of children’s social and emotional skills. Data for this study was collated from previous research and questionnaires targeted at kindergarten teachers and parents in the Hakodate region. Through the data, the present form of the region’s education systems and the degree to which formative expression activities and pretend play were incorporated into classes were deduced. In addition, this study analyzed three-year-old infants’ behavior basing its results on two factors, “social skill of social and emotional learning” and “social and emotional management skill”. In this way, it sought to verify the relevance between formative expression activities and social and emotional skills. After careful deliberation, our results indicate that there is a high probability that formative expression activities in pretend play have a significant impact on the cultivation of basic social skills.
This study examined relationships of stress (negative event frequency during the last year) to reports of illness among 92 children, aged 10 to 13 years. Children's health status was reported ...separately by children and parents, and children's skill in identifying and communicating their feelings was tested for direct and buffering relationships on illness reports. Analyses controlled for demographics and negative affect of both children and parents, and children's verbal ability was also tested for confounding. Results showed that stress correlated positively with children's poor health, whether the children's health status was reported by children or by parents. Children's emotional skill was correlated with better health when health was reported by children, but with worse health when health was reported by parents. Further, moderator analyses indicated that the relationship between negative event frequency and children's poor health as reported by parents held only for children with high levels of skill in identifying and communicating feelings. These findings suggest that negative life events impair children's health, but that the health reports of children and parents are quite different, and parents’ views may be affected by children's skill in communicating their internal states.
PDF
